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ERIC Number: EJ1192427
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
Current Evidence on the Effects of Intensive Early Reading Interventions
Wanzek, Jeanne; Stevens, Elizabeth A.; Williams, Kelly J.; Scammacca, Nancy; Vaughn, Sharon; Sargent, Katherine
Journal of Learning Disabilities, v51 n6 p612-624 Nov-Dec 2018
Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The weighted mean effect size (ES) estimate (ES = 0.39), with a mean effect size adjusted for publication bias (ES = 0.28), both significantly different from zero, suggested intensive early reading interventions resulted in positive outcomes for early struggling readers in kindergarten through third grades. There was no statistically significant or meaningful heterogeneity in the study-wise effect sizes. Exploratory examination of time in intervention, instructional group size, initial reading achievement, and date of publication are provided.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A150269; P50HD052117